Understanding UDL

Understanding UDLNick Zomer

Dean Rusk Middle School

Universal Design for Learning A set of principles for designing curriculum

that allow all students the opportunity to learn (CAST, 1999)

More than simple differentiation ◦ UDL includes “integrated units, multi-sensory

teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance based assessments, and others…” (Rose & Meyer, 2002)

What Is UDL?

Our students today come into our classrooms with a wide range of background experiences, needs, and strengths.

No longer can teachers teach to the middle of the population. All students must be challenged to grow.

Every student, every day!

Why UDL?

Let’s see what UDL looks like.

UDL at a Glance

UDL at a Glance

UDL Versus Differentiation

Differentiation UDL

Active response to your students’ background knowledge, language skills, learning styles and personal interests (CAST, 1999)

Process by which a teacher can create unique learning experiences for all students

“Blueprint for creating instructional goals, methods, materials, and assessments that work for everyone” (CAST, 1999).

All students bring their own interests

Designing curriculum that can allow each student to learn and grow in their own unique ways

No more teaching with a one size fits all approach

Universal

Principle 1: Provide Multiple Means of Representation

Principle 2: Provide Multiple Means of Action and Expression

Principle 3: Provide Multiple Means of Engagement

Three Principles of UDL

“Present information and content in different ways” (CAST, 1999)

Create learning experiences to meet all three learning styles

Auditory- What will they hear? Visually- What they see? Kinesthetic- What will they do?

Principle 1: Provide Multiple Means of Representation

“Differentiate the ways that students can express what they know” (CAST, 1999)

Learning from different formats◦ Textbook, online resources, computer-based◦ Not all students are able to utilize resources in the

same way

Communicating through different formats◦ Allow your students to show you what they have

learned through whatever means works best for them

Principle 2: Provide Multiple Means of Action and Expression

“Stimulate interest and motivation for learning” (CAST, 1999)

Find ways to connect your students with what they are learning◦ Make it relevant and meaningful to their lives

(Schlechty, 2002)

Engagement is key to student learning and content mastery

Principle 3: Provide Multiple Means of Engagement

Adding TechnologySimply adding technology to a lesson does not result in proper utilization of UDL

Technology should be planned and utilized to best increase achievement and learning of all learners

Just as in any lesson creation, technology should be used as a resource and not the center of a lesson

It should assist with learning, not be the learning

Brain Research and UDL

http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_graphical.cfm

When in a classroom environment, not every brain will focus on the same aspects◦ Some students will focus on patterns, while others

will required a more advanced challenge than their peers

Three major brain networks◦ Recognition◦ Strategic◦ Affective

What the Research Shows

Designed to find patterns among familiar objects (Laureate Education, Inc., 2010)◦ What is happening in the content?

How teachers can help reach this network:◦ Providing multiple opportunities and examples◦ Identifying key components◦ Support background knowledge◦ Provide multiple media and formats (CAST, 1999)

Recognition Networks

Takes information and processes for actions and plans (Laureate Education, Inc., 2010)◦ What are you going to do with what you know?

How teachers can help reach this network:◦ Provide multiple means for expression◦ Flexibility in expression◦ Scaffolding and support◦ Various means of media for information

expression

Strategic Networks

Determines what information should be focused on and what plan to take (Laureate Education, Inc., 2010)◦ Now that I know this, now what?

How teachers can help reach this network:◦ Provide multiple means of engagement◦ Choices that are relevant to the learner◦ Adjustable challenges

Affective Networks

By utilizing the components of UDL, teachers are better able to meet the needs of all learners in their classroom, not just those that fit into certain criteria or groups

Differentiation becomes more meaningful and relevant for all

Students with diverse backgrounds (linguistic, cultural, academic) are able to have their unique needs met in a way that is truly relevant

So What Does This Mean for Me?

Technology resources allow for all three brain networks to be reached

Adaptive technology Digital storytelling software Print and online formatting of reading

material Highlighting and magnifying Written expression (including spelling &

grammar)

http://www.cast.org/teachingeverystudent/tools/udlgoalsettertool.cfm

Assists the teacher in creating meaningful and measurable goals based on the content standard

Allows the teacher to learn what is essential to a goal and how a particular goal can be adjusted to meet the needs of specific learners

Tool 1: UDL Goal Setter

http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm

Since all students have various strengths and interests, there are numerous barriers that may hamper students from learning.

Eliminates teaching to the middle of the pack by identifying specific areas that students may struggle with or have strengths in

Tool 2: Classroom Barriers Finder

http://www.cast.org/teachingeverystudent/tools/systemicchange.cfm

Beginning and ensuring change can be difficult to maintain once teachers leave the faculty meetings where it is being discussed.

This tool allows teachers and administrators the ability to ensure the proper resources are present to ensure proper utilization for all.

Tool 3: Systemic Change Planner

Questions?

CAST: Center for Applied Special Technology. (1999). CAST: Center forApplied Special Technology. Retrieved July 15, 2011, from http://www.cast.org/index.html

Laureate Education, Inc. (Executive Producer). (2010). Brain research and udl [Webcast]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author.

Rose, D., & Meyer, A. (2002). Teaching every student in the Digital Age: universal design for learning. Alexandria, Va.: Association for Supervision and Curriculum Development.

Schlechty, P. C. (2002). Working on the work: an action plan for teachers, principals, and superintendents. San Francisco: Jossey-Bass.

References